THE EFFECT OF TEACHING METHODS AND LINGUISTIC COMPETENCE ON STUDENTS ACHIEVEMENT IN READING NARRATIVE TEXT AT STATE SENIOR HIGH SCHOOL 8 MEDAN

The objectives of this experimental research are to investigate whether: (1) students achievement in reading Narrative text taught with Task-Based Language Learning is higher than taught with Cooperative Learning, (2) high linguistic competence students achievement in reading Narrative text is higher than low linguistic competence students achievement, and (3) there is a significant interaction between teaching methods and linguistic competence on students achievement in reading Narrative text. The population was students of Grade XI of State Senior High School 8 Medan, Natural Science. Based on Cluster Sampling technique, two classes were chosen, namely Grades IPA XII and 2. The data analyzed using a two-way ANOVA with 2 x 2 factorial design. Students achievement in linguistic competence was measured using 40 multiplechoice items with 5 options and the reliability was 0,89 based on Kuder- Richardsons Formula 20. The result and the conclusions of this study are (1) Students achievementAr in reading Narrative text taught with Task-Based Language Learning is higher than students achievement in reading Narrative text by using Cooperative Learning (81,20 > 72,10), (2)Students with high linguistic competence have higher achievement in readingNarrative text than students with low linguistic competence (81,90 > 72) and (3) there is a significant interaction between teaching methods and linguistic competence on students achievement in reading Narrative text (Fobserved = 4.906> Flat& 3.96). It implies that Task-Based Language Learning and Cooperative Learning Methods are effective to increase students achievement in reading Narrative text, so English teachers are suggested to apply varieties of teaching methods to improve teaching-learning process.